Module 6: Multimedia in Content Author Modules, Curricula on Web Accessibility

Introduction

Courses based on this module should:

demonstrate how people with disabilities rely on alternatives to multimedia content to understand information contained in audio and video content
cover transcripts, description of visual information (also called audio description, video description, or described video), captions (also known as subtitles), and sign languages

Learning Outcomes for Module

Students should be able to:

explain how people with disabilities rely on alternatives to information contained in audio and video content
explain the following best practices for accessible audio and video content:
- use clear and easy to understand speech
- ensure sufficient contrast ratios for video text
- minimize background audio and overall distractions where possible
- integrate description in video scripts to minimize the need for separate description at a later phase
- provide redundancy for different sensory characteristics to help different groups of users understand the content
ensure multimedia content has alternatives to audio and video based on content type and format, including:
- transcripts — a text version of the speech and non-speech audio information needed to understand the content
- captions — a synchronized text version of the speech and non-speech audio information needed to understand the content
- description of visual information — including video text
- sign languages — hand and arm movements, facial expressions, and body positions to convey meaning
ensure video content avoids flashing entirely or only flashes below the acceptable thresholds
identify requirements for authoring tools to support inclusion of and interaction with alternatives to audio and video content
identify related requirements for designers and developers to make accessible:
- alternatives to multimedia content
- media player controls

Competencies

Skills required for this module:

Students

Foundation Prerequisites
Prior Content Author Modules
Basic knowledge of:
- Writing
- Copy-editing
- Proofreading
- Audio and video content creation

Instructors

Applied expertise in teaching:
In-depth knowledge of:
- Foundation Prerequisites
- Prior Content Author Modules
- Audio and video content creation
- Accessible authoring tools

Topics to Teach

Topics to achieve the learning outcomes:

Topic: Planning Audio and Video

Introduce different user needs for audio and video content, including for people who don’t see the video and for people who don’t hear the audio. For details, see Understand the User Needs and Experiences of People with Disabilities .

Discuss best practices for audio and video content, including clear audio and speech, sufficient contrast ratios, and speaker visibility. For details, see Audio Content and Video Content.

Learning Outcomes for Topic

Students should be able to:

determine the required alternatives to multimedia content, including transcripts, description, captions, and sign language, based on:
- audio and/or video
- live or prerecorded
- user needs
- government regulations and other policy requirements
explain the following accessibility best practices for audio and video content:
- use clear audio, language, and speech to help users understand the content
- ensure sufficient contrast ratio for video text to enhance text readability
- provide audio with as low background as possible to help distinguish foreground from background sounds
- consider speaker visibility, including for lip reading and sign language interpretation
ensure video content does not flash more than three times in any one second
explain why non-substantive audio and video content does not need alternatives

Teaching Ideas for Topic

Optional ideas to teach the learning outcomes:

Emphasize that some government regulations and policies do not cover all user needs. Content creators should go beyond minimal requirements to meet all user needs. Mention government regulations and other policy requirements that apply in your students’ region.
Show examples of how people with disabilities use audio and video content. Discuss different types of accessibility requirements based on audio and video content. These include transcripts, captions, description of visual information, and sign languages. Explain that these requirements vary depending on whether the content is live or pre-recorded. For references on the accessibility requirements for different types of audio and video content, see Checklists for Audio and Video.
Demonstrate accessibility best practices for creating audio and video content. These include clear speech, language, and audio, sufficient contrast ratio for videos, and speaker visibility. For details, see Audio Content and Video Content.
Warn students that flashing and blinking content can cause seizures and physical reactions for people. Content authors must ensure that there is no flashing content that can cause seizures and physical reactions. For information on the accessibility requirements for flashing content, see Understanding Success Criterion 2.3.1: Three Flashes or Below Threshold.
Present examples of inaccessible audio and video content. Discuss with students which alternatives they would include to make them accessible. Explain that it is best practice to explain why non-substantive audio and video content does not need alternatives. This helps users save time and avoid frustrations. For details, see